LA 



Educational Survey of 

Decatur, Georgia 

Public School 

System 

LI'-]- l"^ I 






By 
M. L. DUGGAN, Rural School Agent 



No. 26 



Under Direction of State 

DEPARTMENT OF EDUCATION 



M. L. BRITTAIN 

State Superintendent of Schools 
1918 



Monograph 



Educational Survey of 

Decatur, Georgia 

Public School 

System 



By 
M. L. DUGGAN, Rural School Agent 



No. 26 



Under Direction of State 

DEPARTMENT OF EDUCATION 



M. L. BFLITTAIN 

State Superintendent of Schools 

1918 




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FOREWORD 

This survey of the pubKc school system of Decatur, Ga., 
was made at the request of the local board of education. It 
is submitted to them and the citizens of Decatur for con- 
sideration in the interest of their own children. No thought 
has been in mind except to render service to the system, and 
this report is respectfully submitted with only that end in 
view. 

I am indebted to the Georgia Normal and Industrial Col- 
lege, at Milledgeville, for sending Miss Eurie Belle Bolton 
from its extension faculty to aid me in the tedious details 
of the investigation, and here express my appreciation to her 
for faithful and accurate services. The superintendent, prin- 
cipals, and teachers in all of the schools have cordially offer- 
ed every opportunity and aid to facilitate the work, and 
pupils without exception have responded heartily to every 
demand. Thus the work has in no way been hindered except 
by the prevailing influenza epidemic. Because of this epi- 
demic but little investigation was made in the high school. In 
so far as the investigation has gone efforts have been made 
to keep it on a definite and scientific basis. Definite data 
from other city systems within the state upon which to 
base comparisons have been difficult to secure, particularly 
in the matter of measurements of class-room products. 
It is hoped, however, that this report may furnish a definite 
basis for future comparisons in this and other systems in 
the state. 

M. L. DUGGAN, 
Rural School Agent for Georgia. 

State Department of Education, 
Atlanta, Ga., December 10, 1918. 



DECATUR 

Decatur, the county seat of DeKalb county, Ga., is a de- 
lightful residence city of 6,500 population located on the 
Georgia railroad, six miles Northeast of Atlanta, with 
which it is connected by two trolley lines giving frequent 
schedules. It furnishes residence to many men whose of- 
fice and business is in Atlanta, and to others interested 
in large manufacturing enterprises near by, but outside of 
the municipality. Therefore, it is safe to assume that the 
major part of the property of the patrons of the Decatur 
public schools lies outside of the city, and so does not bear 
its proportionate part of the cost of their schools. This 
would seem to argue that the portion of their property 
which does lie within the city might reasonably be expected 
to stand a higher rate for the sake of their children. In 
determining reasonableness of school tax rate these facts 
should certainly be taken into consideration. 

HISTORY 

The public school system of Decatur had its beginning in 
1902, with a population of 1,400, a school population of 
430 children, appropriations for its maintenance of $858.00 
from the state and $625.00 from the city. With one small 
building and two teachers Prof. E. E. Treadwell, the pres- 
ent superintendent, made his beginning. It is worthy of 
special note that this same superintendent and two of his 
present teachers have labored loyally with the schools all 
of these years, and have brought the system to its present 
efficiency. 



ORGANIZATION 

The Board of Education consists of six citizens and the 
Mayor. The citizen members are elected by the city council 
for four year overlapping terms, two being elected every 
other year. The administration consists of a superintend- 
ent and a principal for each of the schools. The superin- 
tendent is elected annually by the Board, and the princi- 
pals and teachers are elected annually by the Board upon the 
nomination of the superintendent. There are 35 teachers, 
three of whom have served continuously since 1902, four 
others since 1910, nine others since 1915, and the rest for 
only short terms, several changes having taken place during 
the current term. 

DECATUR BOARD OF EDUCATION 

F. T. Hopkins, Chairman 

Mayor L. J. Steele, Sec'y & Treas'r 

W. J. Sayward W. J. Houston 

Andrev^ Sledd Louis Estes 

E. E. Tread WELL, Superintendent 



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FINANCES 









1917 

City's Taxable Property for 1917 $3,569,721.00 

City's Income for 1917 60,765.40 

Distribution : 

For General City Government $ 2,885.91 

For Public Safety and Public 

Health 3,432.17 

For Public Service 37,865.72 

44,183.80 
For support public schools 16,581.60 



$ 60,765.40 



From above figures, which are taken from the city treas- 
urer's books for 1917, it is seen that only a little above 
one-fourth (27%) of the city's income is devoted to public 
education; which amounted to only $12.80 per capita of 
the school population, or $2.39 per capita of the whole pop- 
ulation. 



LOCATIONS AND GROUNDS 

The Decatur public school system consists of four schools 
for white children and one for negroes. 

The McDonough High School is centrally located, and pro- 
vides a four-year accredited high school course for boys 
and girls. The Central Primary School, occupying a part 
of the first floor of the McDonough High School building, 
provides the first three grades for pupils residing in the 
immediate vicinity. The Glennwood Grammar School is 
located in the Eastern resident section of the city, and pro- 
vides for seven grades. The Oakhurst Grammar School is 
located in the Western resident section, providing seven 
grades. The Herring Negro School is located in a negro 
resident section, and provides seven grades. No provision 
is made for the high school education of negroes because 
of the close proximity to several good negro colleges in At- 
lanta to which they have easy access. All of these schools 
are well and conveniently located for the easy accommoda- 
tion of the greatest amount of patronage. The steady and 
rapid growth of the city, however, will soon demand two 
more schools, and the directions of this growth indicates so 
clearly as to about where they should be located that it is 
hardly worth while to have inquiry and discussion of it 
here and now. The schools are not only well located as to 
convenience, but these locations measure well up to stand- 
ard educational requirements in other respects. 

The areas of the school grounds are sufficient for ample 
playgrounds, school gardens, etc., and the surface conditions 
are favorable for the development of such important educa- 
tional adjuncts. None of them have less than 225 square 
feet per pupil, and one of them measures up to 500 

8 



square feet per pupil of highest enrollment capacity. As 
yet none of these grounds have been fully improved, and 
a meager playground equipment has been provided only at 
McDonough High School and Glennwood Grammar School. 
Scarcely any school gardening has been attempted except 
at Glennwood school, and there apparently for its aesthetic 
rather than its educational or economic value. Systematic 
school gardening is an easy way of introducing practical 
life activities into a public school system, and the times are 
propitious for its success. 

BUILDINGS 

All buildings are comparatively new. Their costs and 
dates of construction were as follows : 

McDonough H. S. constructed in 1909, cost $15,000.00 

Glennwood Grammar School constructed in 1912, 

cost 23,000.00 

Herring Negro School constructed in 1912, cost__ 8,000.00 
Oakhurst Grammar School constructed in 1915, 

cost 30,000.00 

Total original cost of buildings $76,000.00 

Total present value will run above $100,000.00. 

Oakhurst, the latest one built, is the most satisfactory 
one. All are safe, substantial buildings, class-rooms of 
standard size, wide halls and stairways, easy exits, etc. 
Auditoriums are provided at McDonough and Oakhurst. 
With exceptions of a few rooms lighting is sufRcient and 
proper. Heating, ventilating, and service systems at Oak- 
hurst measure up to present-day standards. Heating sys- 
tems at the other schools would have been considered sat- 



y 



isfactory at the dates at which they were constructed. The 
buildings are in a good state of repair except as to some 
minor details. No means of fire protection is provided at 
any of them. 

As measured by "Dr. Strayer's Standard Score Card for 
City School Buildings" the following table will give an ac- 
curate estimate of each one in full detail : 




1. McDonough High School and Central Primary School. 

2. Glennwood Grammar School. 

10 



STRAYER SCORE CARD FOR CITY SCHOOL 
BUILDINGS 







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I. SITE, (125) 




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A. Location 












Accessibility 


(25) 


25 


25 


25 


25 


Environment 


(30) 


30 


30 


30 


30 


B. Drainagk 












Elevation 


(20) 


20 1 


20 


20 


15 


Nature of Soil 


(10) 


10 


10 


10 


10 


C. Size AND FoRji (Oakhurst School) 


(■1.0) 


40 


40 


20 


20 


II. BUILDING, (165) 












A. lyOCATION 












Orientation 


(15) 


15 


10 


15 


10 


Position on site 


(10) 


10 


10 


10 


10 


B. External Structure 












Type 


( 5) 


5 


5 


5 


5 


Material 


(10) 


5 


10 


10 


10 


Height 


( 5) 


5 


5 


5 


5 


Roof 


( 5) 


5 


5 


5 


3 


Entrances 


(10) 


10 


10 


10 


10 


Aesthetic Balance 


(10) 


10 


10 


10 


10 


Condition of Repair 


(15) 


10 


15 


15 


10 


C. Internal Structure 












Stairways 


(35) 


35 


35 


35 


35 


Corridors 


(25) 


25 


25 


25 


25 


Basement 


(15) 


5 


10 


15 





Attic 


( 5) 














III. SERVICE SYSTEMS, (280) 












A. Heating and Ventilation System 










Kind 


(20) 


10 


15 


20 


10 


Installation 


(10) 


10 


15 


8 


10 


Air Supply 


(25) 


10 


15 


25 


10 


Distribution 


(15) 


5 


8 


15 


5 


B. FntE Protection Systeim 












Apparatus 


(10) 














Fireproofness 


(20) 


10 


10 


10 


10 


Escapes 


(20) 


20 


20 


20 


20 


Electric Wiring 


( 5) 


5 


5 


5 


5 


Fire Doors 


(10) 














C. Cleaning Systeji 


(20) 











1 


D. Artificial Lighting Systesi 


(20) 





10 


15 


1 


E. Electric Service Systems 












Clock 


( 5) 


1 








1 


Bell 


( 5) 


1 








1 


Telephone 


( 5) 


1 





1 ^ 





F. Water Supply System 


(30) 


30 


30 


1 30 


30 



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Strayer Score Card — (Continued) 



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G. Toilet Systems 












Distribution 


(10) 


10 


10 


10 


10 


Fixtures 


(10) 


5 


10 


10 


10 


Adequacy 


(10) 


10 


10 


10 


10 


Seclusion 


( 5) 


5 


4 


5 


5 


Sanitation 


(15) 


15 


10 


15 


10 


H. Mechaxical Service Systems 












Elevators 


( 5) 














Book-lifts 


( 2) 














Waste-chutes 


( 3) 














IV. CLASSROOMS, (290) 












A. LOCATIOX AND CONNECTIONS 


[35) 


35 


35 


35 


35 


B. Construction and Finish 












Size 


(25) 


25 


25 


25 


25 


Shape 


(15) 


12 


10 


15 


15 


Floors 


;io) 


5 


10 


10' 


8 


Walls 


(10) 


5 


8' 


9 


8 


Doors 


[ 5) 


5 


5 


5 


5 


Closets 


: 5) 


5 


5 


5 


5 


Blackljoards 


;io) 


10 


10 


10 


10 


Color Scheme 


.10) 


^ 


8 


9 


5 


C. Illu^iination 












Glass Area 


(45) 


45 


45 


45 


45 


Windows 


30) 


20 


30 


30 


20 


Shades 


10) 


5 


5 


5 


5 


D. Ci.oAK-iiooMs and Wardrobes 


25) 


20 


20 


25 


20 


E. Equipment 












Seats and Desks ( 


40) 


40 


40 


40 


40 


Teachers" Desks 


10) 


10 


10 


10 


10 


Bidletin Boards 


5) 


2 


2 


5 





V. SPECIAL ROOMS, (140) 












A. Large Rooms for General Use 












Playroom i 


10) 





7 


7 





Auditorium i 


15) 


7 


7 


15 





Study Hall ( 


5) 














Library i 


10) 


8 


5 


5 





Gymnasium i 


15) 














Lunch Room 


10) 














B. RooiMS FOR School Officials 












Offices ( 


10) 


10 


10 


10 





Teachers' Room ( 


10) 





10 


10 





Nurses Room 


10) 














Janitor's Room ( 


■5) 


8 


3 


3 


3 


C. Other Special-Service Rooms 












Laboratories ( 


20) 


10 1 











Lecture Rooms ( 


10) 














Store Rooms ( 


5) 


3 


3 


3 





Studios ( 


5) 


3 1 


3 


3 1 


0. 


Totals (If 


00) 


700 1 


763 1 


802 1 


614 



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Standard (1000) 
Oakhurst Sch (802) 










































Glennwood Sch. (763) 

McDonough H.S.(700) 
Herring Negro Sch. 


















































(614) 

















Comparative Ratings of tlie School Buildings by the Strayer Score 

Card. 



FURNITURE AND EQUIPMENT 

All schools are fully supplied with single desks in suit- 
able sizes, and pupils are comfortably seated. Teachers' 
desks are provided in all class rooms. Sand tables are pro- 
vided for primary grades. Well chosen pictures are hung 
in all rooms. A limited supply of maps and globes are fur- 
nished at each school, A fairly good library is available at 
McDonough High School, and shelves with a few books are 
kept in most of the class rooms. Limited chemical and 
physical laboratories are provided at the high school for 
class work, but not for individual work. There is also some 
domestic science laboratory provided. No cabinets are pro- 
vided for any of these laboratories. 

The superintendent's office at the McDonough High 
School is almost bare of office fixtures and equipment. Noth- 
ing characteristic of a modern administrative office is to 
be found. 



13 



TEACHING FORCE 

The teaching force of the system consists of the Super- 
intendent, seven teachers in the McDonough High School, 
three teachers in the Central Primary School, nine teachers 
in the Oakhurst Grammar School, eleven teachers in the 
Glennwood Grammar School, and four teachers in the Her- 
ring Negro School. 

No assistant, clerk, or helper of any kind is provided for 
the superintendent. No supervisor is provided for any 
school or any department. There is a principal for each of 
the five schools, but each of these principals are required 
to do full time teaching, therefore having little or no time 
or opportunity for supervisory work. There is a janitor for 
each building, but none of them are trained or expert in 
janitorial service. The superintendent is frequently called 
upon to do repairing or keep in order heating or ventilating 
or other service systems, and attending to many such mat- 
ters that takes much of his time from important adminis- 
trative duties. Hindered by such things and without office 
help or equipment he has not been able in addition to ad- 
ministrative duties to keep any full or accurate records or 
statistics on such important matters as promotions, re- 
tardations, accellerations, etc., to say nothing of individual, 
records of pupils' progress from year to year. No full sys- 
tem of records are possible without office equipment and 
clerical assistance, and such neglect would not be tolerated 
in any other well managed business enterprises. Neither a 
full and satisfactory survey of the progress of the school 
system nor its wisest management and direction are possible 
in the absence of such important records. 



14 



SALARIES 

Salaries in the Decatur public school system are not at- 
tractive. The superintendent's salary at the end of sixteen 
years continuous service is sixteen hundred dollars. The 
average salary in the high school (including Principal) is 
$90.00 per month; the average salary in the white Gram- 
mar schools (including Principal) is $63.00 per month. In 
very many Georgia cities of less size they are from 25% 
to 50% higher. It is generally to be expected that a rela- 
tionship w^ill be found betw^een salaries and efficiency. There 
are exceptions. The average salary at Herring Negro 
School (including Principal) is $31.25. 

ENROLLMENT AND ATTENDANCE. 

School Average 

Population Enrollment Attendance 

White 977 1112 920 

Negroes 319 322 139 

Totals 1296 1434 1059 

The above table shows that more children are enrolled in 
the Decatur public schools than live within the municipality^ 
Inquiry convinces us that the enrollment of those living 
within the city measures very close to maximum. The 
average attendance of the white children is 83% of enroll- 
ment, and of negro children 42 % of their enrollment. These 
figures are based upon report for 1917. 

DEPORTMENT. 

As observed during the period of investigations the gen- 
eral deportment in all class rooms and at schools was good. 

15 



It was good in that it was always respectful, and no bad 
conduct was observed anywhere. Everywhere good "con- 
trol" was in evidence, excepting only in one class room 
where a new teacher was just taking charge — the fifth one 
during the term. While the general deportment of pupils 
was as good as is usual or could be expected under con- 
ditions of a traditional organization and course of study, 
yet, except in some primary grades there was an evident 
lack of that active bouyant es2)rit cle corps that is rarely 
seen and hardly to be expected except where the play in- 
stinct of children and their relationship to life activities 
around them is taken into full account. The children "be- 
haved well" at their recess periods, but generally did not 
play well. There was a lack of organization and purpose. 

COURSES OF STUDY AND TIME SCHEDULES. 

A careful study of the Tables printed herewith showing 
courses of study and time allotments in the two grammar 
schools of Decatur and the averages in twenty Southern 
cities will be very interesting. 

In the first place there does not appear to be any uni- 
formity as to time limits in the same grades of different 
schools, or even of diff"erent sections of the same grade in 
the same school. It is difficult to fathom the reasons for 
many of the time allotments to the various subjects. It 
would seem that each individual teacher determines her own 
time limits for each subject, and sometimes arbitrarily. 
This is an inevitable result of the lack of supervision. No 
supervisor is provided. The principals are required to do 
full time teaching and have no time for supervisory work. 
The superintendent can only do general supervisory work 
in addition to administrative duties. 

16 



In the course of study no occupational subjects are to be 
found. Whole time is devoted to formal academic subjects. 
Among the academic subjects too much time is given to 
formal and drill subjects, and too little to content subjects. 
Geography, history, language and literature, and elemen- 
tary science deserve a larger proportion of time; spelling, 
writing, arithmetic, etc., may be better taught if partly in- 
cidental. 

A formal and barren course of study costs less in money 
and equipment and teachers and supervision. To enrich 
the course of study and relate it to the life needs of the 
pupils will demand more money than Decatur is now pay- 
ing for the education of her children, but results would 
well justify the additional investment instead of "playing 
safe" with the old traditional course and plan. 



17 



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18 



TESTS AND MEASUREMENTS. 

One of the most important functions of a survey of a 
school system is to determine the efficiency of the instruc- 
tion in the schools of the system. Formerly this has been 
judged by superintendents on the basis of written exami- 
nations and by supervisors on the basis of personal opin- 
ion. These methods have been condemned by scientific edu- 
cators because the differences in individual opinion makes 
a standard of measurement impossible. 

As a substitute for the old methods standard tests have 
been devised to determine the efficiency of instruction in 
the various subjects. These tests do not bring to light afl 
of the problems for solution, but they form a definite basis 
for comparison and are thought to be superior to any 
method previously used. 

Great care was taken to secure uniformity in the admin- 
istration of the tests and measurements to the individual 
pupils of the several schools and grades. The tests of all 
individual pupils, after being carefully scored and recorded, 
were turned over to their respective teachers for detailed 
individual consideration, but for purposes of this survey 
of the system we are concerned only with medians and 
group distributions. While uniform objective measure- 
ments and standards furnish us the only accurate means 
of determining results of school work, it will be remembered 
that they can as yet be applied satisfactorily only to the 
mechanical aspect of education. For this reason and for 
lack of time we have made the tests only in the Grammar 
School grades, or in subjects that should have been taught 
thoroughly in those grades. Tests were made in reading, 
spelling, arithmetic and writing. It was not possible to 

19 



score these schools in handwriting for lack of time, and 
for the same reason no attempt was made at measurements 
in language work. But for the untimely closing of the 
schools on account of the influenza epidemic we intended 
making a careful survey of the physical conditions of pupils 
through the primary and grammar school grades. We 
strongly urge that this still be done by competent authority. 

In spelling the Monroe Sentence Spelling Tests were used, 
and scored by Ayres' Standards. 

Monroe's Kansas Silent Reading Tests were used, and 
scored for rate and comprehension. 

Courtis Arithmetic Tests were used, scoring for both 
speed and accuracy. 

Attention is called to the date at which these measure- 
ments were made, it being about the end of the first quarter. 

EXPLANATION OF TECHNICAL TERMS. 

The Median Score is the middle score of the group and 
indicates the average ability of the class. It is found by 
arranging the scores in order of magnitude and taking the 
score on the middle paper. 

The Standard Scores for the different tests have been 
found by giving the tests to thousands of pupils in hundreds 
of schools and getting the median score of the individual 
scores. 

The Distribution of pupils' scores (see graphs, pages 24, 
etc.) shows the number of pupils in a group making each 
per cent or score. 

SPELLING. 

It is the consensus of opinion that spelling ability con- 
sists in ones ability to spell correctly words used frequently 

20 



with minimum of attention upon the spelling, as is the 
case in writing letters, etc. The spelling ability of the 
pupils in the Decatur system was measured by giving Dr. 
Monroe's Timed Sentence Spelling Tests to all pupils in 
grades four to eight, inclusive. These tests were given 
as dictation exercises and the pupils did not know that they 
were to be marked for spelling, but were cautioned to "be 
careful as to their spelling". As an example, the following 
(Tests II.) was dictated to the fifth grades at the rate in- 
dicated, considering only the fifty words in italics and ig- 
noring other misspelled words in the scorings. 

A Time Sentence Spelling Test Arranged for the Fifth 

Grade. 

Seconds 

60 The president gave important information to the 
men. 

48 The women were present at the time. 
19 The entire region was burned over. 

49 The gentlemen declare the result was printed. 

30 Suppose a special attempt is made. 
60 The final position was held. 

24 The factory employs forty men. 

51 Sometimes the connection is not made. 

24 I enclose a ivritten statement with the book. 
3 Prompt action is needed. 

25 It was a wonderful surprise to all. 

55 The addition to the property was begun. 

31 Remember, Saturday is the day. 
57 They await their leader. 

19 Either make another effort or return. 

52 The famous estate is close. 

16 In this section little progress was made. 

21 



53 The measure is due to pass. 

16 A position in the field is his. 

42 To ivhom was the command given? 

8 Whose claim was bought? 

29 He represents the /i?'m in this matter. 

2 Go forivard in that direction to reach the city. 

These words in italics were taken from Ayres' list, and 
the Standards used in scoring are 10% below Ayres' Stand- 
ards, allowance being made for possible greater difficulty 
in spelling words in dictation. The results of the tests show 
that spelling is well taught in the Decatur schools as a 
whole. The fourth and fifth grades are below standard, 
the sixth grade is standard, and the seventh and high school 
grades are above standard. It would be well to investi- 
gate further for causes as to poor spelling in the lower 
grades. They should not be difficult to locate. Many of 
the pupils in these grades misspelled simple words they 
use every day in their talking and writing and spelled the 
more difficult words which they do not much use but upon 
which they had been drilled in their "spelling book". For 
example, the pupils of fourth grade in the same sentence 
misspelled begin and spelled contract. Methods calculated 
to correct such defects should be introduced. 

The graphs showing the Distribution of pupils' scores in 
spelling will reveal the number of pupils in each grade who 
are far below or much above the average ability of the class. 
The tests papers turned over to the several teachers will 
indicate which individual pupils should be dealt with. There 
are more pupils in the 4th, 5th, and 6th grades who made 
low per cents than in the upper grades, indicating the need 
of more attention to written spelling in these grades. 

22 









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atur System 






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A Chart showing the Median per cent of words spelled correctly 
by the pupils of the different grades in the Decatur System and in 
the Glennwood and Oakhurst Schools in comparison with the Stand- 
ard Scores, using Monroe's Timed Sentence Spelling Test — Form I, 
II and III. 

Decatur 

System Glennwood Oakhurst Standard 

Grade IV 687f' 68% 64% 74% 

Grade V 52% 54% 38% 63% 

Grade VI 74% 747o 76% 74% 

Grade VII 66% 68% 62% 63% 

Grade VIII 84% 74% 

Grade IX 907^ 

Grade X 90% 

Grade XI 967o 

Solid line represents the Standard Scores", broken line represents 
Decatur School Scores. 



23 



DISTRIBUTION OF PUPIL'S SCORES IN SPELLING 



Monroe's Timed Sentence Test. 

(50 words selected from Ayres' List.) 



GLENNWOOD SCHOOL. GRADE IV 

1± 



10 




so ea 



80 



so 



lOO 



Columns represent number of pupils who spelled per cent of 
words shown under each column. 

Explanation — 

57 pupils in class. 

1 spelled 0% to 10%; 

2 spelled 10% to 20%; 

1 spelled 207o to 30%, and so on; 

3 spelling 90 to 100%. 

Median Class Score — 68%. (Represents middle ability of class.) 
*Standard Score— 74%. 



*The Standard Score is 10% lower than the Standard on Ayres' 
List. Allowance is made for the difficulty of spelling words in dic- 
tation exercises. 



24 



GLENNWOOD SCHOOL. GRADE V. 
14 



11 



DD 



JO 



Un 



10 £0 30 40 50 60 70 80 90 



100 



Columns represent number of pupils who spelled per cent of 
words shown under each column. 

Explanation — 

62 pupils in class. 

1 spelled 0% to 10%; 

1 spelled 10% to 20%; 

9 spelled 20% to 30%, and so on; 

1 spelling 90% to 100%. 

Median Class Score — 547c. (Represents middle ability of class.) 
Standard Score— 63%. 



25 



GLENNWOOD SCHOOL. GRADE VI. 



10 



ZQ 



■30 





2 


1 




1 















40 



SO 



60 



70 



// 



U 



go so 



100 



Columns represent number of pupils who spelled per cent of 
words shown under each column. 

Explanation — 

37 pupils in class. 

1 spelled 10% to 20%; 

1 spelled 20% to 30%-; 

2 spelling 30% to 40%, and so on; 
6 spelling 90% to 100%. 

Median Class Score — 747c. (Represents middle ability of class.) 
Standard Score — 74%, 



26 



GLENNWOOD SCHOOL. GRADE VII. 

13 



10 



3 



30 



40 



8 








a 



So 



SO 



10 



80 90 



100 



Columns represent number of pupils who spelled per cent of 
words shown under each column. 

Explanation — 

51 pupils in class. 

3 spelled 20% to 30%; 

4 spelled 307c to 40%, and so on; 
1 spelling 90% to 100%. 

Median Class Score — 68%. (Represents middle ability of class.) 
Standard Score— 63%. 



27 



OAKHURST SCHOOL. GRADE IV. 
10 



U 



7 

5 



6 

I I 



20 30 40 50 60 ao 50 90 100 

Columns represent number of pupils who spelled per cent of 
words shown under each column. 

Explanation — 

48 pupils in class. 

1 spelled 10% to 20%; 

2 spelled 20%. to 30%o; 

7 spelled 30% to 40%, and so on; 
2 spelling 90% to 100%. 

Median Class Score — 64%). (Represents middle ability of class.) 
Standard Score — 74%c>. 



28 



OAKHURST SCHOOL. GRADE V. 
7 7 



in 



10 





z 





20 30 



^0 



SO 



60 




Columns represent number of pupils who spelled per cent of 
words shown under each column. 

Explanation — 

33 pupils in class. 

2 spelled 0% to 10%; 

4 spelled 10% to 20%; 

4 spelled 20%) to 30%, and so on; 

2 spelling 80% to 907o. 

*Median Class Score — 38%. (Represents middle ability of the class.) 
Standard Score— 63%. 



*Physical conditions may have influenced the class score. 



29 



OAKHURST SCHOOL. GRADE VI. 



/ / / 

20 3 40 ^O 



q_ 

7 

__ 



6 70 



SO 



90 /OO 



Columns represent number of pupils who spelled per cent of 
words shown under each column. 

Explanation — 

28 pupils in class. 

1 spelled 107c to 20%; 
1 spelled 20% to 30%; 

1 spelled 30% to 40%, and so on; 

2 spelling 90% to 1007c. 

Median Class Score — 76%. (Represents middle ability of class.) 
Standard Score — 74%. 



30 



OAKHURST SCHOOL. GRADE VII. 



30 



5 
4- 4 ^ I I 



4-0 ^o <^o 7o 60 9o 



Columns represent number of pupils who spelled per cent of 
words shown under each column. 

Explanation — 

29 pupils in class. 

3 spelled 20% to 30%; 

3 spelled 30% to 40%, and so on; 

6 spelling 80% to 90%^. 

Median Class Score — 62%. (Represents middle ability of class.) 
Standard Score— 63%, 



31 



Mcdonough high school, grape viii. 

/8 



15 



30 4 50 



/2 



6o VO 8o 90 /CO 



Columns represent number of pupils who spelled per cent of 
words shown under each column. 

Explanation — 

50 pupils in class. 

1 spelled 20% to 30%; 
spelled 30% to 40%; 

spelled 40% to 50%; 

1 spelled 50% to 60%, and so on; 
12 spelling 90% to 100%. 

Median Class Score — 84%. (Represents middle ability of class.) 
Standard Score— 74%. 



32 



Mcdonough high school, grade ix. 

2/ 



/s- 



3 5 

2 I I 



/ 
50 <oO VO Qo 90 /OO 



Columns represent number of pupils who spelled per cent of 
words shown under each column. 
Explanation — 

45 pupils in class. 

1 spelled 40% to 50%; 

2 spelled 50% to 60%, and so on; 
21 spelling- 90%^ to 100%. 

Median Class Score — 90%. (Represents middle ability of class.) 
No standard Score. 

33 



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34 



READING. 

The Monroe Standardized Silent Reading Tests were 
given to the pupils of the third through the eleventh grades, 
inclusive. 

The results of the tests show that the children of the 
fifth grade in the Decatur System are one grade below the 
present standard, which has been obtained from fifth grades 
in other city systems. From the fifth grade downward in 
the grades the deficiency increases rapidly, and upward, 
decreases gradually. Many probable causes may have in- 
fluenced the scores in Reading, but the results indicate 
that silent reading has not received due emphasis. 

The third grade pupils in the Decatur schools read only 
one-half as rapidly as they should read, according to the 
standard. This deficiency possibly results from the methods 
used in teaching children to read. 

The seventh, eighth, and ninth grades are almost up to 
standard, and the tenth and eleventh grades are noticeably 
above standard. 

Children in the public schools cannot do silent reading 
rapidly and comprehensively. While outside of school life 
ninety-five per cent of all reading is done silently, too little 
attention is usually given to the teaching of silent reading. 
If good reading habits are not formed in the lower grades 
under the direction of the teacher, they are acquired in later 
life only by a great waste of effort and energy, if acquired 
at all. 



35 



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A Chart showing Median Scores of each grade of the Decatur 
System in comparison with the Standard Scores, using the Monroe 
Silent Reading Tests. 

Figures under and above circles represent grades. 
See note as given under Table. 



36 



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37 



ARITHMETIC. 

The Courtis Standard Research Tests, Series B, were 
used in measuring arithmetic abilities. The series consists 
of tests in Addition, Subtraction, Multiplication, and Di- 
vision. Each test consist of twenty-four examples of the 
same form arranged in columns. Time allowed for each 
test is. Addition, eight minutes ; Subtraction, four minutes ; 
Multiplication, six minutes ; Division, eight minutes. A 
pupil's score is the number of examples attempted and the 
number right. The plan insures uniformity and accuracy. 
The tests were given to all pupils from the fourth to eighth 
grades, inclusive. The results as shown by the graphs in- 
dicate that the arithmetic work in all grades is below the 
standard in both speed and accuracy, but particularly in 
accuracy. Nothing short of absolute accuracy can be ac- 
cepted in arithmetic processes. The poorest scores appear 
in Addition where it should be best. The tests in Division 
were not given to the fourth grades in any school except 
to Section A of fourth grade in Oakhurst School, because 
Division had not been taught in this grade. These few 
fourth grade pupils to whom it was given, however, made a 
very good showing as compared with other scores made by 
the school, notwithstanding they had had only a few days. 
Their median score was 3 as compared with the standard 
score of 4. The median of efficiency in all the grades will 
be raised by teaching the addition, subtraction, multipli- 
cation, and division combmations so thoroughly in the 
lower grades that the pupils will recognize the results of 
combinations instantly, thereby eliminating the habit of 
"counting" to find them. The drill work in the lower grades 
necessary for the mastery of these combinations can be 
made very interesting by introducing contest games into 

38 



the drill lessons. In the upper grades a successful method 
of increasing the efficiency would be to work towards a 
definite standard in speed and accuracy. 

The following graphs will show the results both in the 
two grammar schools and in the whole system as compared 
with the standard : 



39 






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52 



SUMMARY AND RECOMMENDATIONS. 

1. Finances. The financial support of the Decatur pub- 
lic school system does not measure up to the needs of the 
schools or the ability of the city. The schools do not meas- 
ure up to the educational demands of the children because 
of the lack of better financial support. Practically all of 
the defects and deficiencies in the schools and the system are 
traceable to the lack of funds. Twelve dollars and eighty 
cents per capita from the city and four dollars per capita 
from the state per annum is not enough to adequately edu- 
cate children. Nor is it as much as many other like cities 
are expending on the education of their prospective citizens. 
All recommendations herewith submitted must of necessity 
be conditioned upon a more liberal financial support. Fur- 
thermore, any proposed increase should be permanently 
based upon definite tax levies, and not left subject to politi- 
cal contingencies. 

2. Supervision. Most of the deficiencies evident from 
this report are clearly from a lack of sufficient supervision. 
Defects and lack of uniformity in the course of study and 
time allotments, irregularity of results as shown by some 
of the tests and measurements, many of the evils resulting 
from short term service of individual teachers, and other 
evident defects are inevitable results of the lack of close 
professional supervision. Such general supervision of the 
entire system as an administrative officer can give has been 
good, but this is not sufficient. It is strongly urged, there- 
fore, that a professional supervisor be employed for the 
primary and grammar schools, or that their principals be 
given plenty of time for supervisory work. 

3. Teachers and Salaries. It is remarkable that one 
superintendent and several of the teachers have done effi- 

53 



cient service in the same system for so long a time with 
so little recognition in the way of increase of salaries, par- 
ticularly in this day when salaries everywhere and in all 
kinds of business have so frequently increased. Salaries 
in the Decatur public school system have not been increased 
with the increase in expenses, nor in comparison with many 
other public school systems. As shown in this report, sal- 
aries range from $1,600.00 for the superintendent down to 
$50.00 as the minimum in the white schools. This year 
some of the grade teachers are having to pay as high as 
$42.50 per month for board. Their shortening length of 
service is in part attributable to the slow increase in sal- 
aries. The efficiency in the teaching force has not as yet 
suffered as much as it certainly will unless business-like 
considerations are quickly given to this important matter. 
Length of satisfactory service should be rewarded by liber- 
ality in increase of salaries. 

4. Supervised Play. As stated in this report few play 
appliances are provided at any of the schools, although 
playgrounds are ample and suitable everywhere. While 
there is general supervision of deportment at recess periods 
there is very little supervision and direction of the play of 
the pupils, except in the primary grades, and no general 
expert direction even there. The value of supervised play 
as a means of education can not be over-estimated. It has 
been said that "a school without play is an educational de- 
formity". The play instinct properly directed certainly 
leads along lines of best educational development and di- 
rectly to good citizenship. The highest interest of the chil- 
dren, morally, mentally, and physically, demand the em- 
ployment of a professional director of physical training and 
plays and games. Every department of the school system 

54 



and every branch of study taught therein would reflect bene- 
fits arising from such department. Its results would be 
seen in the quickened powers and habits of attention, the 
more accurate judgment, the prompter and more effective 
action on the part of pupils in all grades. Under such a 
department a general medical inspection could also be had 
regularly without additional expense. 

5. An Enriched Course of Study. The program of 
studies would seem to indicate the traditional academic edu- 
cational goals. To pupils who reach the grammar grades 
such educational goals are usually lacking in purposeful- 
ness. If a background of reality could be given to the 
more formal academic subjects by the introduction into the 
course of study of more elementary science, drawing, litera- 
ture, hygiene, civics, and such practical arts as could be 
well related to local life activities, there would be great im- 
provement. Such enrichment of the course of study would, 
of course, require a corresponding enrichment of the school 
equipment. There would be needed more maps, globes, 
specimens, illustrative materials, laboratories, libraries, and 
the like. Again more money would be required. 

6. Besides relieving the superintendent of much work 
which hinders administrative duties he should have office 
help, either from a clerk provided or from part time of 
a proposed supervisor, in order that business-like records 
of individual progress could be properly kept and tabu- 
lated. The need of this is too apparent to business men to 
require discussion. Of course, this recommendation would 
carry with it the better equipment of the superintendent's 
office. 

7. A division of grades according to advancement of 
pupils and a system of semi-annual promotions would be 

55 



decidedly in the interest of the children, but will require 
additional teachers. It is mainly a question of the children's 
interest or the expenditure of more money. 

8. Some means of fire protection should be provided at 
all of the schools. If nothing more, at least a few chemical 
extinguishers should be placed in each hall. 

All schools should be connected by telephone with the 
superintendent's office, and this office should be connected 
with the city lines. 



QUERY. 



Hoiv much of the city's potential resources should be in- 
vested in the training and education of the city's prospective 

citizens ? 



56 



LIBRARY OF CONGRESS i 

019 877 550 2 




